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Reading Form for Student Assignment for Panama Silver, Asian Gold : Migration, Money, and the Making of the Modern Carib...

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Material Information

Title:
Reading Form for Student Assignment for Panama Silver, Asian Gold : Migration, Money, and the Making of the Modern Caribbean ( Digital Humanities Course )
Physical Description:
Course work materials
Language:
English
Creator:
Rosenberg, Leah
Cobham-Sander, Rhonda
Black Studies Department, Amherst College
Publisher:
Black Studies Department, Amherst College
Department of English, University of Florida
Place of Publication:
Amherst, MA
Gainesville, FL

Subjects

Subjects / Keywords:
Student course materials
Class assignment form
Teaching Materials
Course materials for Panama Silver, Asian Gold
Genre:
Spatial Coverage:

Notes

Abstract:
Reading form in the Panama Silver, Asian Gold course taught at three institutions in Fall 2013.
General Note:
Based on the reading form for BLST 111 from the Black Studies Department, Amherst College.

Record Information

Source Institution:
University of Florida
Holding Location:
University of Florida
Rights Management:

This item is licensed with the Creative Commons Attribution Non-Commercial Share Alike License. This license lets others remix, tweak, and build upon this work non-commercially, as long as they credit the author and license their new creations under the identical terms.
System ID:
AA00015986:00002


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Full Text

PAGE 1

Panama Silver, Asian Gold : Reading Form for Assignment 1 Student Name: Book Title: This form presents you with a series of questions to ask while you are doing your reading. It will take you through three levels of the reading process: pre reading, analytic reading, and reading for sources. Answer the questions in your best, most conci se prose Do not skip questions and follow directions precisely. Part I should take no more than 30 minutes. Do it first. You should aim to complete the entire assignment in no more than two hours. Part I /Pre reading: Take thirty minutes to skim aroun d your reading assignment and use the information you gather to answer the following questions. Remember to use your imagination and all of your knowledge in developing your answers. Think hard about each question. Also remember that your answers should reflect your hypothesis about the book before you read it analytically. Here, the ability to recognize the major themes and the general structure of a book matter more than specific knowledge of its contents. 1. What does the title tell you about the b ook? 2. Do you know anything about the author? What? 4. Who published this book? Do you know anything about this publisher? Did it publish any other books that you know about? 5. When was the book published? How many times? Do you see any significance in this (these) date(s)? 6. Is the book dedicated? To whom? Does this tell you anything? 7. Do you recognize any of the names on the acknowledgment page? Do they tell y ou anything

PAGE 2

Part II / Analytical Reading For this part of the exercise you should focus on the introduction, the conclusion and the one chapter you think will be most useful to you for this assignment. I do not e xpect you to read the entire book but you may want to return to it later in the course, if you choose to do something more with the material it discusses. So make good notes in this section that you can come back to later. 8. What kind of book is this? ( Please be as specific as you can about the category that this book fits into: History, anthropological study, cultural study, sociological study, literary analysis, etc. If it fits into more than one category name each one) 9. How is the book organized? Do the names of the title of the chapters tell you anything? Is there a logic connecting the chapters? What is it? Does a particular chapter look like it might be the most important for your purposes? Why? 10. Is there a foreword? Who is the auth or? What does it say? 11. Is there a preface? What does it say? 12. Is there an introduction? What does it say? What does it tell you about the way the book is organized? What does it tell you ab What kinds of things does it tell you about what other people have had to say about the topic the book will discuss? How does the author explain the significance of this book for the field? 13. Is there a conclusion or an epil ogue? What does it say? Part III /Reading for Sources 14. Go to the end of the book and look at the index. Are there particular subjects or thinkers in it that you are familiar with? Write down three. Look up what the author has to say about them. What does this tell you about the book? 15. Check out the bibliography. How is it organized? Does the author offer any explanation about why or how s/he used particular sources? How would you categorize the various kinds of sources the bibliography lists ?

PAGE 3

16. Browse through the footnotes to the introduction and your chosen chapter. Identify three footnotes in which the author argues or agrees with other people who have written about a similar subject. Check out the full reference for each of these in t he bibliography. claims. Find the full reference in the bibliography. Anything else the footnotes mentioned that you found of interest? 17. What kinds of s ources does the author use to back up his claims (interviews, historical records, quantitative data, government documents etc ) ? Give examples of places where he/she uses three such sources? 18. Please state three propositions that are central to the argument. (Propositions are sub arguments. To believe the larger argument, you need to believe the sub arguments. Locate the important sentences and use them to name the main propositions. In a piece of fiction, propositions correspond to the backgrou nd or social setting that connects terms to one another.) 19. Name the three most compelling pieces of proof the author uses to support his thesis. Name also the specific sub argument supported by each piece of proof that you cite. For a piece of ficti on name the three most compelling incidents, passages, or scenes. (Here you should cite specific facts or incidents, not arguments or general propositions).


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